The Implementation and Early Findings from a Professional Development and Performance Based Teacher Compensation System.

Following a national trend, school board members, administrators, and teachers in Brandon, Vermont, have developed a model for a standards-based evaluation and compensation system for teachers that does not link test scores to teacher pay. The model was developed over a period of 4 years, a necessary amount of time to establish guiding principles, affirm commitment from administrators and teachers, and translate a plan into acceptable contract language. Under the new standards-based environment, teachers present a professional portfolio, which mirrors the state's relicensing criteria, to a "moveover" committee made up of board members, administrators, and peers. The portfolio includes evaluations, evidence of meeting state standards, and a professional growth plan. All new teachers are compensated through the new system; senior teachers can choose the new system or the traditional salary system based on longevity and graduate credits. The new compensation system is managed by the personnel officer in each school. After the first year in place, the portfolio presentation was refined because teachers needed guidance in writing reflective narratives. After 2 years, early implementation, though not seamless, has been smooth because of the consistency of the moveover committees and the mature leadership of school board members, administrators, and teachers. (WFA)